LINE K C A BL ERS T S A M DED U L C N I

CROSS-CURRICULAR ACTIVITIES Language • Math • Science • Social Science • The Arts • Physical and Health Education •

Connections to Multiple Intelligence

Kindergarten to Grade 3

Welcome to Jumping into TM the Curriculum ! This cross-curricular resource provides elementary teachers with fun-filled jump rope activities that assist in teaching language, math, science, the arts and social studies concepts while nurturing students‘ Multiple Intelligences. Jumping into the Curriculum‘s step-by-step activities: • Match curriculum expectations • Require only minutes to prepare • Include Black Line Masters • Support Howard Gardner’s Theory of Multiple Intelligences We hope these activities will help you to create a learning environment that is educational as well as challenging, fun and physically active. If you have any comments or suggestions, please contact us @ hearthealthykids@hsf.on.ca.

This Resource has been approved by Curriculum Services Canada.

KINDERGARTEN

INTO THE

Curriculum Connections: • • •

Language Mathematics Health and Physical Education

Multiple Intelligences: • • • • •

Linguistic Logical-Mathematical Spatial Interpersonal Bodily-Kinesthetic

Materials Required: •

Each student will require one skipping rope.

JUMPIN' LETTERS, NUMBERS AND SHAPES Activity: Objective: This activity will enable students to create letters, numbers and shapes using a skipping rope. 1) Provide all students with a skipping rope. 2) Have students place their skipping ropes on the floor in the shape of an I. 3) Students are to hop back and forth over their skipping rope until the teacher calls out a letter, number or shape (e.g. 7 or V). 4) When a letter, number or shape is called, students are to work in pairs to form the letter, number or shape using their skipping ropes. 5) Once the letter or number is made, students may begin to explore their relationship with the object (e.g. jump over it; jump inside/ outside of it; jump around it; etc.). 6) Teachers may check their letters, numbers or shapes before calling out another one for the students to create. 7) Challenge students to create simple words. (e.g. run, hop, skip).

Skipping Leaders: 1) Place students in small groups. 2) Designate one student as the leader to begin. 3) Student leaders call out a letter, number or shape and their group must create it. 4) Switch student leaders every few minutes, until all students have had a turn being a leader.

Curriculum Expectations: Language: • •

Write using a variety of tools and media. Print most of the letters of the alphabet, students must print their own names, names of family members and some short words.

Mathematics: •

Recognize and write numerals from one to ten.

Social Development - Health and Physical Education: • •

Participate willingly in creative movement, dance and other daily physical activities. Demonstrate balance, ease and flexibility in movement.

KINDERGARTEN INTO THE

Curriculum Connections: • •

Language Health and Physical Education

Multiple Intelligences: • • • •

Linguistic Spatial Interpersonal Bodily-Kinesthetic

Materials Required: Each student will require 1 skipping rope. • Black Line Masters: 8 concentration cards. •

Preparation: Photocopy and cut out the concentration cards twice to make a set of 16 cards (8 pairs). • You will need one set per group. •

CONCENTRATION JUMPING Activity: Objective: This activity will enable students to work on their identification of words and pictures. 1) Place students into teams of 8. 2) Provide each team with a set of 16 concentration cards, placed upside down in front of them. 3) Partner all students into “pairs” and number the pairs from 1 to 4. 4) The teacher will call out a “pairs” number to begin the game. 5) The “pair” who is called chooses a card to turn over, reads the jumping activity and invites their team to perform the jumping task on the card. 6) Once the team completes the jumping activity, the “pair” turns over a second card, reads the jumping activity and invites their team to perform the jumping activity. 7) If the second card matches the first card the “pair” picks up both cards and places them on the floor in front of them; if the second card does not match the first card they must turn both cards over again. 8) Whether a match is made or not, the next “pair” of students now have their turn. 9) To complete the game all memory card pairs need to be matched.

Skipping Leaders: Allow students to create their own memory cards and have students play a new game using them.

Curriculum Expectations: Language: •

Identify most of the letters of the alphabet and demonstrate understanding that letters represent sounds and that written words convey meaning.

Social Development - Health and Physical Education: • •

Participate willingly in creative movement, dance and other daily physical activities. Demonstrate balance, ease and flexibility in movement.

Jump rope 5 times.

Make a bridge over a skipping rope.

Jump over a skipping rope like a frog 2 times.

Walk over a skipping rope like a tightrope walker.

Jump over a skipping rope with one foot.

Jump over a skipping rope like a kangaroo.

Jump inside a skipping rope in the shape of a circle.

Jump over a skipping rope like a rabbit 3 times.

BLACK LINE MASTER

CONCENTRATION JUMPING Concentration Cards

GRADE 1 INTO THE

Curriculum Connections: • •

Mathematics Health and Physical Education

Multiple Intelligences: • • • •

Logical-Mathematical Spatial Interpersonal Bodily-Kinesthetic

Materials Required: •

Each student will require one skipping rope.

SKIPPIN' FACTORS Activity: Objective: This activity will help students practice their factoring skills. 1) Give 1 skipping rope to each student and ask them to put it on the ground beside them in a straight line. 2) The teacher will call out a number between 1 and 100. 3) The students will jump over their ropes and count by 1's to that number. Repeat this a few times by calling out different numbers. 4) Once the class has tried counting by 1's a few times, start asking the students to skip to numbers by different factors. For instance: if the teacher calls out “jump to 20 by a factor of 2”, the students should jump and count to 20 calling out the following “2, 4, 6, 8, etc...to 20”. Repeat this a few times by calling out different factors and numbers. 5) Once the students have tried counting by different factors a few times, try to illustrate factoring by getting them to jump in “factor” groups. For instance, if the teacher calls out “factor of 5”, the students then have to form groups with 5 students. Once they are all in groups, the teacher calls out a 2,4,6,8 number they should jump to by that factor “Now jump to 30”. As a group they count 2,4,6,8 to 30 in factors of 5. Repeat a few times by calling out different factors and numbers.

Skipping Leaders: 1) Place students in groups of 4. 2) Designate 1 student as the leader to begin (ensure students take turns being the leader). 3) Student leaders call out a number. Their group creates that number using their skipping ropes on the floor. 4) Now the leader calls out an appropriate factor (they can ask the group for suggestions). The students are to jump over their created rope numbers by that factor (e.g. 1‘s, 2‘s, 5‘s and 10‘s).

Curriculum Expectations: Mathematics (Number Sense and Numeration): •

Count by 1's, 2's, 5's and 10's to 100 using a variety of ways.

Health and Physical Education: Fundamental Movement Skills: Perform the basic movement skills required to participate in physical activities: locomotion/traveling, manipulation, and stability.

Demonstrate the principles of movement using locomotion/traveling, manipulation, and stability skills.

Active Participation: Participate on a regular basis in physical activities that maintain or improve physical fitness.

GRADE 1 INTO THE

Curriculum Connections: • •

Science Health and Physical Education

Multiple Intelligences: • • •

Spatial Interpersonal Bodily-Kinesthetic

Materials Required: •

Each group will require a skipping rope.

Black Line Master: Teacher Reference Sheet • Black Line Masters: 9 Body Part Cut-outs •

Preparation: •

Photocopy and cut out one set per group of the Black Line Master body parts. It is important that teachers review the components of the body with their students before beginning this activity (See Black Line Master: Teacher Reference Sheet for helpful information).

BODY RELAY Activity: Objective: To enable students to identify body parts related to heart health (cardio-vascular system) through assembling a body parts puzzle. 1) Place students in groups of 4 at one side of the gymnasium and give each group a skipping rope. 2) At the other side of the gymnasium, place the piles of body parts required to make a person (one set of body part cut-outs per group). 3) On the word, “go” the first student in each group will place a skipping rope on the ground and hop over it 5 times, then run to the other end of the gymnasium to pick up a body part and bring it back to his/her group. 4) The student who returns will “high-five” the next student, who will then repeat the same hopping activity and retrieve another body part. 5) Once all body parts are brought over, the group must work as a team to put the body pieces together to make a human body.

Skipping Leaders: 1) Have students create an outline of their body by having a partner trace them on large butcher paper. 2) Ask students to draw in the heart, lungs, stomach, intestines, veins, arteries and brain.

Curriculum Expectations: Health and Physical Education: Fundamental Movement Skills: Perform the basic movement skills required to participate in physical activities: locomotion/traveling, manipulation, and stability. • Demonstrate the principles of movement using locomotion/traveling, manipulation, and stability skills.

Active Participation: Participate on a regular basis in physical activities that maintain or improve physical fitness.

Science (Life Systems): •

Identify the major parts of the human body and describe their functions.

BLACK LINE MASTER

BODY RELAY Teacher Reference Sheet To be used as an introduction to the “Body Relay” activity.

Teachers: Before using the “Heart Healthy Body” activity, ensure that your students can identify the body parts listed below.

Heart Your heart is a muscular pump with four hollow chambers. The upper chambers collect blood coming into the heart and the lower chambers pump blood forcefully away.

Lungs Your lungs are like hollow, thin-walled pouches inside the chest, which are lined with blood vessels that absorb oxygen from air.

Blood Vessels Your blood vessels are tubes that carry blood around the body. Blood vessels include arteries, veins and capillaries.

Arteries Your arteries are tubes that carry blood that is rich with oxygen away from the heart.

Veins Your veins are tubes that carry blood back to the heart to get more oxygen.

Brain The brain is like a computer in your body that sends and receives messages from the rest of your body.

Stomach Your stomach is part of the body system that breaks food into bits small enough for the blood to carry.

Intestines Food moves from your stomach to the intestines. The intestines are tubes that absorb the vitamins, minerals and energy from food into the bloodstream.

BLACK LINE MASTER

BODY RELAY Body Part Cut-outs

GRADE 2 INTO THE

Curriculum Connections: • • •

The Arts (Drama/Dance) Language Health and Physical Education

Multiple Intelligences: • • •

Linguistic Interpersonal Bodily-Kinesthetic

Materials Required: • •

Each student will require one skipping rope. Black Line Masters: 8 Healthy Charade Cards.

Preparation: •

Introduce the idea of charades as a way of communicating non-verbally. Challenge the class to think of different ways of giving instructions to another person without using words. Photocopy and cut out the healthy charade cards for the activity.

HEALTHY SKIPPING CHARADES Activity: Objective: This activity will allow students to improve their communication and teamwork skills. 1) Place students in teams of 4 and number them from 1 to 4. Scatter the groups around the gymnasium. 2) To start, the teacher stands in the middle of the gymnasium and invites student #1 in each group to read a healthy charade card, run back to his / her group and have the group perform the task stated on the card using only non-verbal communication skills. 3) Once all the groups have successfully completed the activity, the teacher can start again by inviting student #2 in each group to read the next healthy charade card. Note: The first time your class tries this activity, you may want to start by allowing students to use verbal communication the first time to get the idea of how the activity works. Then switch to only using non-verbal communication.

HAVE YOUR GROUP: • SKIP 5 TIMES ON THE SPOT • SKIP TO THE CLOSEST WALL

HAVE YOUR GROUP: SKIP REALLY QUIET LY 20 TIMES SKIP TO THE OTHER SIDE OF THE GYM • SIT DOWN IN A STRAIGHT LINE •

Have students create their own healthy charade cards; let the students try them out with their classmates.

Curriculum Expectations: Health and Physical Education: Fundamental Movement Skills: Perform the basic movement skills required to participate in physical activities: locomotion/traveling, manipulation, and stability. • Demonstrate the principles of movement using locomotion/traveling, manipulation, and stability skills. •

Active Participation: Participate on a regular basis in physical activities that maintain or improve physical fitness.

The Arts (Drama/Dance): •

Use language and non-verbal means of communication effectively for a variety of purposes both in and out of role.

Language: • •

Communicate messages, and follow instructions and directions. Apply some of the basic rules of participating in a conversation and working with others.

BLACK LINE MASTER

HAVE YOUR GROUP: HAVE YOUR GROUP: SKIP BACKWARDS TWICE • SKIP FIVE TIMES ON THE SPOT SIT DOWN IN A CIRCLE • SKIP TO THE CLOSEST WALL SCREAM “JUMP ROPE FOR HEART!” • • •

SKIP TEN TIMES REALLY QUICKLY • SIT IN A CIRCLE AS A GROUP • PUT THEIR FEET UP IN THE AIR

HAVE YOUR GROUP: •

PLACE ROPES ON THE FLOOR IN THE SHAPE OF A LADDER

HOP OVER THE ROPES ONE AT A TIME

SKIP REALLY QUIETLY 20 TIMES • SKIP TO THE OTHER SIDE OF THE GYM • SIT DOWN IN A STRAIGHT LINE

HAVE YOUR GROUP: • SKIP BACKWARDS 8 TIMES • DO 5 SIT-UPS • WALK AROUND THE GYM ONCE

HAVE YOUR GROUP: SKIP IN PAIRS • TOUCH ALL 4 WALLS • SCREAM “OUR TEACHER IS THE BEST!” •

PLACE SKIPPING ROPES ON THE FLOOR

WALK ACROSS LIKE A TIGHTROPE WALKER

GRADE 2 INTO THE

Curriculum Connections: • •

Mathematics Health and Physical Education

Multiple Intelligences: • • • •

Logical-Mathematical Spatial Interpersonal Bodily-Kinesthetic

Materials Required: Each student will require one skipping rope. • Black Line Masters: 13 number cards (0 to 9, plus sign, minus sign, equal sign). •

Preparation: •

Photocopy and cut out 6 sets of the number cards.

DO “SUM" SKIPPING Activity: Objective: This activity will enable students to review addition and subtraction by creating their own math equations. 1) Place students in groups of 4, numbering them from 1 to 4, and have them spread out around the perimeter of the gym. 2) Place the 6 sets of number cards in the middle of the gymnasium. 3) The teacher then calls out a number between 1 and 10 (e.g. 6). 4) Together as a group, the students must speed skip the number the teacher has called out (e.g. speed skip 6 times). 5) Students must then work together to come up with an addition or subtraction equation that equals that number (e.g. 2 + 4 = 6, 7-1 = 6). 6) Once the group has figured out an equation, the first student must run to the middle of the gymnasium, retrieve an appropriate card, (e.g. 4 or + sign) come back to his / her group and “high-five” the next student who will then run to retrieve another card to form the equation. 7) The last member will then run and grab the equals sign and the answer, run back and put the equation together on the floor. 8) Once all the groups have completed the activity, the teacher can start again by calling out another number.

Skipping Leaders: 1) Challenge the groups to create as many math equations as possible that equal the number using addition and subtraction (e.g. if the number is 8, then they may come up with the following equations: 1+7; 2+6; 3+5; 4+4; 9-1; 10-2). Note: you may need more sets of number cards for this activity. 2) Have students use their ropes or their bodies to make the math equations instead of the number cards.

Curriculum Expectations: Health and Physical Education: Fundamental Movement Skills: Perform the basic movement skills required to participate in physical activities: locomotion/traveling, manipulation, and stability. • Demonstrate the principles of movement using locomotion/traveling, manipulation, and stability skills. •

Active Participation: Participate on a regular basis in physical activities that maintain or improve physical fitness.

Mathematics (Number Sense and Numeration): • •

Investigate the properties of whole numbers. Explain a variety of strategies to find sums and differences of 2 numbers.

BLACK LINE MASTER

DO “SUM” SKIPPING NUMBER CARDS

GRADE 3 INTO THE

Curriculum Connections: • •

Language Health and Physical Education

Multiple Intelligences: • • • •

Linguistic Spatial Interpersonal Bodily-Kinesthetic

Materials Required: • •

Black Line Masters: 4 sets of Letter Cards. 20 - 24 skipping ropes for the “ladders” and 4 skipping ropes for the groups.

Preparation: • Brainstorm healthy/active words

with your class (prompt your class to think of words that relate to: active living (run, jump, skipping, frisbee, etc.), smoke free living (say no, second-hand smoke, etc.) and cardio-vascular body parts (heart, lungs, veins, brain, etc.). • Familiarize your class with an example of a crossword puzzle. • Photocopy and cut out four to six sets of the Letter Cards.

CROSSWORD YOUR HEART Activity: Objective: This activity will allow students to increase their vocabulary words by creating their own healthy/active crossword puzzles. 1) Place students into groups of 4, numbering each student from 1 to 4. 2) Place skipping ropes in the shape of a ladder from the corners of the gym towards the middle of the gym. Have all the Letter Cards in the center of the gym. 3) Student groups are placed in the corners of the gym and are allocated a time limit whereby they must attempt to create a given number of heart healthy words in crossword form, using the letter cards (e.g. 3 healthy/active words in a crossword must be created in five minutes). 4) To retrieve the Letter Cards they need, the first student jumps over the rungs of the ladder towards the middle of the gymnasium, chooses a letter he/she requires and runs back to the group placing the letter on the floor and then “high 5‘s” the next group member. 5) The next student may retrieve another letter by performing the same tasks. 6) Once each team begins to bring the letters back to their group, the group can start to form healthy/active words in a crossword format (e.g. HEART - with the J letter "R" also used to form the U word JUMPROPE). S M O K E F R E E

P H

E

A R

T

O P

E

1) Choose a group to be the leaders. 2) The group is to select a health topic (e.g. healthy eating, smoke-free living, active living) and challenge the other groups to come up with as many words as they can that relate to the topic.

Curriculum Expectations: Health and Physical Education: Fundamental Movement Skills: Perform the basic movement skills required to participate in physical activities: locomotion/traveling, manipulation, and stability. • Demonstrate the principles of movement using locomotion/traveling, manipulation, and stability skills. •

Language (writing): • • •

Use phonics and memorized spelling rules to increase accuracy in spelling. Choose words that are most appropriate for their purpose. Use and spell correctly the vocabulary appropriate for this grade level.

GRADE 3 INTO THE

CROSSWORD YOUR HEART Activity Set-up

GROUP ONE

GROUP TWO

H

GROUP THREE

H

O D R T A I G L E K

GROUP FOUR

BLACK LINE MASTER

CROSSWORD YOUR HEART Letter Cards

A B C D E FGH I J K L

BLACK LINE MASTER

CROSSWORD YOUR HEART Letter Cards

MNOP QR S T UVWX

BLACK LINE MASTER

CROSSWORD YOUR HEART Letter Cards

YZA E I OUA E I OU

GRADE 3 INTO THE

Curriculum Connections: • •

Social Studies Health and Physical Education

Multiple Intelligences: • • • •

Intrapersonal Spatial Interpersonal Bodily-Kinesthetic

Materials Required: •

Each student will require one skipping rope.

Skipping Across Canada Map poster. Black Line Masters: One copy for each child of the following: • Distance Reference Sheet with distance/kilometres between Canadian Cities. • Jump Character Outline to use as progress markers on the map. • Student Worksheet to keep track of skipping progress. • •

Preparation:

• Ensure students are familiar with

Canadian cities listed on the Skipping Across Canada Map poster. • Photocopy a class set of the three Black Line Masters.

Skipping Leaders: • Challenge

your school! See how many kilometres each class can travel. Start this activity in September – track to see how far they travel every month or throughout the whole year.

Curriculum Expectations: Health and Physical Education: Fundamental Movement Skills: Perform the basic movement skills required to participate in physical activities: locomotion/traveling, manipulation, and stability. • Demonstrate the principles of movement using locomotion/traveling, manipulation, and stability skills. •

Active Participation: Participate on a regular basis in physical activities that maintain or improve physical fitness.

Social Studies (Canada and World Connections): •

Make and use large maps of rural and urban communities, using familiar units of measure.

BLACK LINE MASTER

Student Worksheet STUDENT NAME:

______________________________

Number of Completed Skips 20 25

TOTAL 20 45

Now try out your own - happy travels! City (from-to): ____________________________________ Total Kilometres: ________________________ Date

Number of Completed Skips

TOTAL

INTO THE

19.

15. 1.

3.

18.

12. 10. 17. 13.

16.

6.

14.

8.

7.

9.

4. 5.

2.

1. Calgary 3. Edmonton 5. Halifax 7. Montreal 9. Quebec City 11. St. Johnâ&#x20AC;&#x2122;s 13. Sault Ste Marie 15. Vancouver 17. Winnipeg 19. Yellowknife

11.

2. Charlottetown 4. Fredericton 6. Iqaluit 8. Ottawa 10. Regina 12. Saskatoon 14. Toronto 16. Windsor 18. Whitehorse

SKIPPING ACROSS CANADA MAP

BLACK LINE MASTER

Jump Character Outline

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

Name: __________

Name: ___________

3144

2323

2144

2484

474

3881

387

1704

2157

653

1438

2397

852

1190

Halifax, NS

Montreal, QU

Ottawa, ON

Quebec City, QU

Regina, SK

St John's NF

Sault Ste Marie, ON

Toronto, ON

Vancouver, BC

Whitehorse, YK

Windsor, ON

Winnipeg, MB

Yellowknife, NWT

4193

2233

1319

4556

3778

1234

1381

2742

779

2581

600

881

757

265

235

1091

839

2499

1273

801

2269

1816

327

3892

524

2540

2312

2379

3155

2861

3928

1998

1084

4321

3543

1036

1146

2507

1031

2346

394

683

559

294

4605

4000

2231

1317

4554

3772

1292

1375

2740

837

2579

598

940

853

473

5078

426

3402

1471

562

3584

3017

325

620

1982

1553

1821

160

113

1372

899

3829

1218

3278

1348

560

3671

2893

246

496

1824

1677

1696

285

182

1512

1099

3720

1418

To determine the distance between 2 cities: 1) Find the city you are starting in on the left row (e.g. Halifax) 2) Find the city you are travelling to on the top column (e.g. Windsor) 3) Follow row across and column down to where they meet (e.g. 2119km between Halifax and Windsor)

2850

Calgary, AB

Fredericton, NB

Charlottetown, PEI

3096

Edmonton, AB

183

Fredericton, NB

Edmonton, AB

Halifax, NS

378

Montreal, QU

4983

Ottawa, ON

3085

Quebec City, QU

Charlottetown, PEI

3563

1632

719

3956

3178

489

781

2143

1396

1976

459

257

962

634

4088

965

Regina, SK 1615

355

1886

1797

1112

1654

1201

158

3377

3189

2730

2930

4151

3776

843

4154

763

5004

2944

2248

5201

4395

2029

2177

3543

5435

2246

2698

2499

1347

1659

6264

1253

6245

St John's NF

3998

1454

483

2124

1635

1056

1906

1453

5701

254

3448

2935

3189

4410

4035

526

4413

623

3540

2782

851

683

2963

2305

453

2338

3503

1932

1257

798

998

2212

1844

2922

2222

2742

Sault Ste Marie, ON

3739

1730

1453

3453

1512

4439

3710

1699

7073

1790

5115

4656

4856

6071

5702

1289

6080

1061

1895

2111

3508

2434

5498

4769

2632

8370

2892

6367

5908

5767

7329

6954

2048

7332

2314

3465

1535

5645

5557

371

1099

3418

3617

3035

1157

901

904

2119

1744

4021

2122

3857

1930

2470

3398

2339

2100

1370

777

4737

572

2627

2169

2368

3590

3215

1350

3593

1371

3109

5575

3050

2784

5207

4476

2339

8051

2601

5733

5274

5474

6436

6320

1757

6698

1915

TransCanadaHighway.com Mileage Between Cities

Kilometres in white Miles shaded grey

3235

1305

231

3416

2758

729

3067

3266

2661

787

396

523

2080

1667

3651

1986

3471

Toronto, ON

5059

Vancouver, BC

4586

Whitehorse, YK

294

Windsor, ON

4964

Winnipeg, MB

Calgary, AB

Distance Reference Sheet